Inclusive Access and Utilization of AI-Powered Learning Platforms among Undergraduate Students in Kaduna State: Implications for Equitable Educational Policy

Abstract

This study examined awareness, equitable access, accessibility effectiveness, and predictors of inclusive utilization of AI-powered learning platforms among undergraduate students with disabilities in Kaduna State, Nigeria, and drew implications for equitable higher education policy. Anchored on Rogers’ Diffusion of Innovations Theory and Engeström’s Activity Theory, the study adopted a convergent mixed-methods design involving a survey of 150 students with visual, hearing, physical, learning, and other disabilities across three public institutions, complemented by key informant interviews and focus group discussions. Quantitative data were collected using a validated Inclusive AI Access and Utilization Scale and analyzed with descriptive statistics, ANOVA, multiple regression, discriminant analysis, and partial least squares structural equation modeling, while qualitative data were thematically analyzed. Findings showed a significant but moderate level of awareness of AI learning tools (GM= 2.92), low equitable access (GM = 2.38), and moderately effective accessibility features (GM = 2.68), with STEM and professional disciplines reporting relatively higher utilization. Equitable access emerged as the strongest predictor of inclusive utilization, followed by perceived usefulness, awareness, institutional support, and accessibility effectiveness, with the regression model explaining (61.0%) of the variance and the PLS-SEM model indicating substantial predictive power for inclusive utilization (R² = 0.67). Qualitative themes highlighted that students typically discover AI through peers rather than formal orientation, face affordability and infrastructural constraints, experience uneven accessibility across tools, and are strongly affected by policy ambiguity, lecturer attitudes, and the strength of disability support structures. The study concludes that inclusive AI integration in Kaduna State universities depends less on the mere availability of AI platforms and more on deliberate policies that enhance affordable access, enforce accessibility standards, legitimize assistive AI use, and meaningfully involve disabled students in AI-related decision-making. It was recommended among others that Universities in Kaduna State should institutionalize disability-inclusive AI literacy programmes for students and staff, covering ethical use, assistive applications, and accessible learning practices; Government should subsidize internet access, device acquisition, and selected AI subscriptions for students with disabilities to improve equitable access.